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研究生:沈佳慧
研究生(外文):Shen, Chia-Hui
論文名稱:提升國小學童第二外語學習電子書閱讀成效研究
論文名稱(外文):Assisting L2 E-Book Reading for Young EFL Learners
指導教授:林至誠劉宇挺劉宇挺引用關係
指導教授(外文):Lin, Chih-ChengLiu, Yeu-Ting
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文出版年:2019
畢業學年度:107
語文別:英文
論文頁數:144
中文關鍵詞:輸入強化電子書第二外語閱讀
外文關鍵詞:input enhancemente-bookssecond language reading
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許多教學者認為透過電子書閱讀,就可以促進學生的閱讀正確度和閱讀流暢度,所以在教學現場就很少或不特別選擇不同的電子書呈現模式。為了找出最佳的數位內容呈現模式,本研究針對臺北市某國小四年級六個班級共132位英語為第二外語學習者,在不同視覺輸入強化和聽覺輸入強化呈現模式的表現分析,六種電子書閱讀情境為:無閃字無聲書、閃字無聲書、閃片語無聲書、無閃字有聲書、閃字有聲書,和閃片語有聲書。研究結果顯示,有聲電子書比透過無聲電子書來理解故事有幫助。除此之外,無聲電子書比透過有聲電子書來增進閱讀流暢度有幫助,尤其是控制組「無閃字無聲書」電子書,在閱讀流暢度的表現優於其他五個閱讀模式。本研究結果對於臺灣學童透過數位電子書呈現模式在閱讀正確度和流暢度提供了教學的義涵,也給予學者在未來進行相關研究的建議。
Many teachers give little or no classroom attention to digital input enhancement modes, assuming students will acquire reading comprehension and reading speed incidentally through e-book reading. This study used e-books to assess the effects of reading comprehension and reading speed in six digital input enhancement modes: “no visual highlights and no audio highlights,” “visual highlights on each word with no audio highlights,” “visual highlights on each phrase with no audio highlights,” “no visual highlights but with audio highlights,” “visual highlights on each word with audio highlights,” “and visual highlights on each phrase with audio highlights.” Six intact classes of 132 fourth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. During a six-week reading training period, a specific target for children to read six e-books was to assist reading comprehension and reading speed. The results showed that digital input enhancement of e-books with audio highlights may be the most desirable e-book mode for Taiwanese EFL learners’ performance on reading comprehension. On the other hand, the results of reading speed revealed that the participants read the e-books with “no visual highlights and no audio highlights” were found to outperform those read e-books with audio highlights, regardless of their visual highlights conditions. These findings have important implications for the use of digital input enhancement on Taiwanese EFL learners’ reading comprehension and reading speed and provide directions for future research.
摘要 i
ABSTRACT ii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x

Chapter 1 Introduction 1
1.1 Background and Motivation 1
1.2 Purpose and Research Questions 6
1.3 Significance of the Study 8
1.4 Definition of Terms 9
1.4.1 Reading Comprehension 9
1.4.2 Reading Speed 10
1.4.3 Input Enhancement 10
1.4.4 Chunking 11
1.4.5 Parsing 11

Chapter 2 Literature Review 13
2.1 Developmental Models of Reading 13
2.2 Comprehension and Speed Issues in L2 Reading Development 18
2.3 Input Enhancement 25
2.3.1 Visual Input Enhancement 28
2.3.2 Audio Input Enhancement 33
2.4 Input Enhancement and e-Books 36
2.4.1 Visual Highlights in e-Books 40
2.4.2 Audio Highlights in e-Books 46

Chapter 3 Method 53
3.1 An Overview of the Current Study 53
3.2 Participants 56
3.3 Materials 59
3.3.1 Selections of E-Book Reading Materials 59
3.4 Design 62
3.4.1 Digital Input Enhancement Modes 63
3.5 Instrument 70
3.6 Data Analysis 73

Chapter 4 Results 75
4.1 Analysis of Reading Comprehension 75
4.2 Analysis of Reading Speed 78

Chapter 5 Discussion and Conclusion 89
5.1 Discussion 89
5.1.1 The Effects of Digital Input Enhancement on Reading Comprehension 90
5.1.2 The Effects of Digital Input Enhancement on Reading Speed 95
5.2 Conclusion 99
5.2.1 Summary of Findings 99
5.2.2 Pedagogical Implications 100
5.2.3 Limitations of the Present Study 103
5.2.4 Suggestions for Future Research 105

References 109

Appendix 1. A Reading Comprehension and Speed Pretest 129
Part I. Let’s Read. 129
Part II. Reading Comprehension Check. 129
Appendix 2. Reading Comprehension Tests 131
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